Abstract
The utility of trial-based functional analysis (TBFA) in classrooms has been demonstrated. Few investigations have explored TBFA with individuals with emotional behavior disturbances, included modifications to conditions, evaluated results of interventions derived from TBFA, or compared the results of TBFA with a brief functional analysis (BFA). We attempted to address these limitations by (a) comparing results from TBFA and BFA; (b) incorporating modified functional analysis conditions to assess idiosyncratic contingencies; and (c) evaluating the outcomes of function-based interventions derived from functional analysis results. A multi-element design was used to compare interventions derived. Results show that TBFA can be applied to those identified with EBD, conditions can be modified successfully, teachers can be trained to implement procedures across assessments with efficiency, and that few trials were abandoned. Social validity was assessed pre-and post-intervention and results indicated increased acceptability and willingness to carry out the TBFA procedures.
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